Elementary School
Elementary School
Learning through movement
The days include daily psychomotricity experiences for all the ages and capoeira for elementary school.
The days include daily psychomotricity experiences for all the ages and capoeira for elementary school.
Formed by 1st, 2nd y 3rd Grade. Ratio 15 children.
Formed by 4th, 5th y 6th Grade. Ratio 15 children.
Adult’s role
The first and main role of the adult is to get to know each child in the group in depth. Thanks to the initial interview and the adaptation period we can get to know the children at an early stage. Proposals, knowledge, play and research will come later. The adult presents himself as support, to turn to when it is necessary, an emotional support for the children, the first thing the adult offers is trust and respect in order to obtain a sense of security within the children.
Having achieved this, plays a fundamental role as a facilitator of proposals and environments in which children ́s needs can be met and their emotional and learning needs will be catered for. The adult offers the necessary tools to acquire knowledge and develop the skills that each child needs.
A core value in Ellaluna American School is not to interrupt children ́s learning /play. To provide autonomous learning context in which children can work without the constant need and continuous approval of an adult. This aspect is fundamental and decisive for truly meaningful learning.
The adult is not always a mere spectator, they make offers, propose, maintain order and distribute. They also teach. And above all, they do not judge! Mistakes are a valuable learning tool, bring us closer to the deepest knowledge of each child, we want to know our own
limitations and those offered by the environment.
Adult’s role
The first and main role of the adult is to get to know each child in the group in depth. Thanks to the initial interview and the adaptation period we can get to know the children at an early stage. Proposals, knowledge, play and research will come later. The adult presents himself as support, to turn to when it is necessary, an emotional support for the children, the first thing the adult offers is trust and respect in order to obtain a sense of security within the children.
Having achieved this, plays a fundamental role as a facilitator of proposals and environments in which children ́s needs can be met and their emotional and learning needs will be catered for. The adult offers the necessary tools to acquire knowledge and develop the skills that each child needs.
A core value in Ellaluna American School is not to interrupt children ́s learning /play. To provide autonomous learning context in which children can work without the constant need and continuous approval of an adult. This aspect is fundamental and decisive for truly meaningful learning.
The adult is not always a mere spectator, they make offers, propose, maintain order and distribute. They also teach. And above all, they do not judge! Mistakes are a valuable learning tool, bring us closer to the deepest knowledge of each child, we want to know our own
limitations and those offered by the environment.
Learning areas
Based on the development and needs of the children in each group the classes are divided into learning areas for the acquisition of knowledge. In each area there is a wide variety of materials and resources to develop skills, abilities, research and acquire different knowledge.
In learning areas, the functioning varies depending on the groups, the children or their needs. The days are very long and the times in the school flow normally. There will be time for autonomous learning, group learning, free proposals and others prepared by the adult. We do not seek to make learning areas compulsory, but from the age of six we do seek to encourage responsibility when it comes to learning and to ensure that it does not always depend on their tastes or desires.
In Elementary school we find the following learning areas:
Logic–mathematics area.
Reading and writing/languages skills/ Spanish culture area.
Art area.
Construction area.
Science area.
Nature area.
Social science area.
Technology area.
Robotics and programming area.
Learning areas
Based on the development and needs of the children in each group the classes are divided into learning areas for the acquisition of knowledge. In each area there is a wide variety of materials and resources to develop skills, abilities, research and acquire different knowledge.
In learning areas, the functioning varies depending on the groups, the children or their needs. The days are very long and the times in the school flow normally. There will be time for autonomous learning, group learning, free proposals and others prepared by the adult. We do not seek to make learning areas compulsory, but from the age of six we do seek to encourage responsibility when it comes to learning and to ensure that it does not always depend on their tastes or desires.
In Elementary school we find the following learning areas:
Logic–mathematics area.
Reading and writing/languages skills/ Spanish culture area.
Art area.
Construction area.
Science area.
Nature area.
Social science area.
Technology area.
Robotics and programming area.
Work projects
Work projects
Project work is a way of working on the knowledge of the reality in which children live, develop, mature and advance. Working through project involves listening to the children, discovering their interest and motivating them, starting from what they already know to get to what they want to know. Thus, we use meaningful learning, that is, learning what aims to start from, what children already know about the subject and, therefore, want aspects to focus on. The children have the leading role in deciding on the chosen theme and activities. The adult helps and encourages children to think and investigate, creating situations that help them to
stimulate and come to decisions, analyse, reflect, debate, contrast and search for information.
Not only will we encourage the acquisition of concepts, but much of the work focuses on STEM methodology, developing problem-solving skills and scientific thinking as reflected in American educational philosophy. The students are the ones who decide the pace of work and progress in the acquisition of knowledge.
The adult does not mark the duration of the work projects. A project has a different duration depending on the students interests and processes. Depending on the project work to be done, the learning areas of the classes are modified. The work can be done individually or in groups.
Project work is a way of working on the knowledge of the reality in which children live, develop, mature and advance. Working through project involves listening to the children, discovering their interest and motivating them, starting from what they already know to get to what they want to know. Thus, we use meaningful learning, that is, learning what aims to start from, what children already know about the subject and, therefore, want aspects to focus on. The children have the leading role in deciding on the chosen theme and activities. The adult helps and encourages children to think and investigate, creating situations that help them to
stimulate and come to decisions, analyse, reflect, debate, contrast and search for information.
Not only will we encourage the acquisition of concepts, but much of the work focuses on STEM methodology, developing problem-solving skills and scientific thinking as reflected in American educational philosophy. The students are the ones who decide the pace of work and progress in the acquisition of knowledge.
The adult does not mark the duration of the work projects. A project has a different duration depending on the students interests and processes. Depending on the project work to be done, the learning areas of the classes are modified. The work can be done individually or in groups.
We can say that the following pedagogical foundations are the basis of project work:
We can say that the following pedagogical foundations are the basis of project work:
Evaluation
Evaluation
During the whole elementary school stages, the assessment is oriented to know the different processes and development of each child, the knowledge they have acquired and the knowledge they have not acquired and the process to reach this knowledge. A main objective is to work on the capacity for self-reflection on what has been learnt, this is a personal and daily process.
However, we use tools with the children to encourage the gradual development of this capacity in relation to the age and maturity of each child.
During the whole elementary school stages, the assessment is oriented to know the different processes and development of each child, the knowledge they have acquired and the knowledge they have not acquired and the process to reach this knowledge. A main objective is to work on the capacity for self-reflection on what has been learnt, this is a personal and daily process.
However, we use tools with the children to encourage the gradual development of this capacity in relation to the age and maturity of each child.
Curriculum
Curriculum
The aim of the school is for children to acquire meaningful learning. As mentioned above, learning involves a series of changes in peoples’ knowledge and skills. It is our duty to protect, as much as possible, this series of changes and their context that enable children to learn.
Each development, each way of relating to knowledge is different and unique to each person. Our job is to protect and nurture the infancy and childhood of our students. Only if the feel respected, loved and safe can they optimise their learning processes.
The objectives of elementary school are focused on common cores and Spanish legislation. Each child acquires them at a different pace regardless of age or group. It is our duty to provide the necessary resources and tools to practice and assimilate the necessary knowledge.
The aim of the school is for children to acquire meaningful learning. As mentioned above, learning involves a series of changes in peoples’ knowledge and skills. It is our duty to protect, as much as possible, this series of changes and their context that enable children to learn.
Each development, each way of relating to knowledge is different and unique to each person. Our job is to protect and nurture the infancy and childhood of our students. Only if the feel respected, loved and safe can they optimise their learning processes.
The objectives of elementary school are focused on common cores and Spanish legislation. Each child acquires them at a different pace regardless of age or group. It is our duty to provide the necessary resources and tools to practice and assimilate the necessary knowledge.
